汉阿状语对比及阿拉伯人学习汉语状语偏误预测

发布时间：2018-06-11 10:12

本文选题：对比语言学 + 汉语　；参考：《河北大学》2012年硕士论文

【摘要】：本文在前人研究的基础上，对汉语和阿拉伯语状语及其相关内容做了全面系统的描述。内容包括汉语和阿拉伯语对状语的界定、状语与中心语的语义关系、状语的结构标志、汉语中的特殊状语以及多项状语的排列顺序等内容。尝试在以上对比的基础上预测以阿拉伯语为母语的汉语学习者在学习汉语的过程中可能出现的偏误。通过对两种语言的对比，发现他们的状语成分主要存在五大差异，内容如下：第一、汉语关于状语的概念主要侧重于状语与谓语中心语之间的语义联系，阿拉伯语关于状语的界定则主要决定于状语与主语、谓语和宾语三者语义关系。第二、汉语状语为前置型状语，阿拉伯语状语是后置型状语。第三、汉语可以充当状语的单位主要有词和短语两类，而阿拉伯语除了词和短语可以做状语以外句子也可以担任状语。第四、汉语状语的结构标志“地”的使用情况比较复杂，可用，可不用，有时必须用。阿拉伯语结构关系更为清晰，结构标志一般必须使用。第五、汉语中有一些特殊的状语形式，，阿拉伯语中或者完全不存在或者没有对应的形式。由以上比较，我们预测阿拉伯语为母语的学生在学习汉语时可能出现的偏误有以下几点：第一、状语和中心语位置颠倒，尤其是状语比较复杂的时候。第二、阿拉伯语对结构关系要求非常严格，重视结构标志的使用，状语标志必须使用；汉语状语标志的使用情况比较复杂，由此导致汉语学习者对“地”的使用偏误。第三、由于阿拉伯语句子也可以充当状语，这就导致学生把阿拉伯语的句子状语转换成汉语词或者短语状语的困难。第四、阿拉伯语为母语的学生在学习汉语特殊的状语形式时存在困难。第五、阿拉伯语学生在状语的翻译中容易把状语翻译为主语或者宾语的定语，造成状语缺失；或者不能将阿拉伯语状语恰当地翻译成汉语主语或者状语的定语。在此基础上,我们设计测试问卷，突出测试重点，组织测试，验证测试结果。在测试结果的基础上我们得出结论，状语与中心语的位置关系、状语标志“地”、句子状语向词和短语状语的转化和复杂状语的排列等问题是学生学习和使用汉语状语的主要偏误和难点。
[Abstract]:On the basis of previous studies, this paper makes a comprehensive and systematic description of Chinese and Arabic adverbials and their related contents, including the definition of adverbials in Chinese and Arabic, the semantic relationship between adverbial and central language, the structural signs of adverbials, special adverbials in Chinese and the order of many adverbials in Chinese. On the basis of comparison, it is possible to predict errors in the process of learning Chinese by Arabic speaking Chinese learners.
By contrasting the two languages, it is found that there are five major differences in their adverbial constituents.
First, the concept of adverbials in Chinese mainly focuses on the semantic relation between adverbial and predicate central language, and the definition of adverbials in Arabic is mainly determined by the semantic relations between adverbials and subject, predicate and object three.
Second, Chinese adverbial is a adverbial of preposition and Arabic adverbial is postadverbial adverbial.
Third, Chinese can be used as adverbial unit with two types of words and phrases, while Arabic can also be used as adverbial except for words and phrases.
Fourth, the use of the structural sign of Chinese adverbials "ground" is more complex, usable, unusable, and sometimes necessary. The structural relationship of Arabic is more clear, and the structural signs must be used generally.
Fifth, there are some special adverbial forms in Chinese, which do not exist in Arabic or have no corresponding forms.
From the above comparison, we predict that the errors that Arabic speaking students may encounter in learning Chinese are as follows:
First, adverbial and central language are reversed, especially when adverbial is more complex.
Second, the Arabic language requires very strict structural relations, attaches importance to the use of structural signs, and the adverbial symbols must be used; the use of the sign of Chinese adverbials is complex, which leads to the misuse of "ground" by the Chinese learners.
Third, because Arabic sentences can also serve as adverbial modifier, this leads students to turn Arabic sentence adverbial into Chinese or phrasal adverbial.
Fourth, Arabic speaking students have difficulties in learning special adverbial forms in Chinese.
Fifth, Arabic students tend to translate adverbials into the subject or object attributive in the adverbial translation, resulting in the absence of adverbials or the proper translation of Arabic adverbials into Chinese subject or adverbial attributive.
On the basis of this, we design the test questionnaire, highlight the test focus, organize the test and verify the result of the test. On the basis of the test results, we conclude that the relationship between the adverbial and the central language, the adverbial symbol "ground", the transformation of adverbials and Adverbials and the arrangement of complex adverbials are the students' learning and using Chinese. The main errors and difficulties of adverbials.
【学位授予单位】：河北大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

【参考文献】